This annual journal presents articles by college faculty about teaching in higher education based on their pedagogical research and their classroom experiences. Articles in the issue for 1991 have the following titles and authors: "The Scholarship of Pedagogy: A Message From the Editors" (Laurie Richlin and Milton D. Cox); "The Social Cognition Approach to Stereotypes and Its Application to Teaching" (Margaret W. Matlin); "The Assignment-Driven Course: A Task-Specific Approach to Teaching" (John F. McClymer and Paul R. Ziegler); "Teaching and Learning--After Class" (George D. Kuh); "Love in the Classroom" (Peter G. Beidler and Rosemarie Tong); "Use of Educational Games for Difficult Subject Material" (Helaine M. Alessio); "Common Instructional Problems in the Multicultural Classroom" (Carol A. Jenkins and Deborah L. Bainer); "'Whole Souled' TEaching and the State of American Education (John K. Roth); "Sign What You Say: An Interactive Approach to Language Learning" (Kathleen M. Hutchinson); "Promoting Minority Student Involvement at the University: Collegial Coaching Support" (V. Patricia Beyer and Joseph B. Cuseo); "Dramas of Persuasion: Utilizing Performance in the Classroom" (Sally Harrison-Pepper); "The Challenge of Diversity: Alienation in the Academy and Its Implications for Faculty" (Daryl G. Smith); "Fulfilling the Promise of the 'Seven Principles' Through Cooperative Learning: An Action Agenda for the University Classroom" (Barbara J. Millis); and "The Honor in Teaching" (Peter G. Beidler). References follow papers. (JB)